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This paper examines IA course categories offered at Thai higher education institutions, maps IA teaching and research activities among academics, and applies SWOT to identify strengths, weaknesses, opportunities, and threats. Evidence draws on documentary analysis, internet searches, workshops, surveys, and semi-structured interviews with 19 key informants. 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Fischer  \nTo cite this article: Chaunjit Chanchitpricha & Thomas B. Fischer (05 Aug 2026): Exploring impact assessment teaching and research in Thai higher education institutions, Impact Assessment and Project Appraisal, DOI: 10.1080/14615517.2026.2713135  \nTo link to this article: [https://doi.org/10.1080/14615517.2026.2713135](https://doi.org/10.1080/14615517.2026.2713135)  \n View supplementary material   \n\n|  Published online: 05 Aug 2026. |  |\n| --- | --- |\n| | Submit your article to this journal  |\n| | Article views: 68 |\n| | View related articles  |\n|  View Crossmark data |  |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=tiap20](https://www.tandfonline.com/action/journalInformation?journalCode=tiap20)  \nExploring impact assessment teaching and research in Thai higher education institutions  \nChaunjit Chanchitpricha a and Thomas B. Fischerb,c  \naSchool of Environmental Health, Institute of Public Health, Suranaree University of Technology, Nakhon Ratchasima, Thailand; bEnvironmental Assessment and Management Research Centre, School of Environmental Sciences, Department of Geography and Planning, University of Liverpool, Liverpool, UK; cResearch Unit for Environmental Sciences and Management, North-West University, Potchefstroom, South Africa  \nABSTRACT  \nHigher education is a resource of knowledge, provides basic understanding of professional practice, and aims at advancing skill cultivation for learners. Those lecturing impact assessment (IA) in higher education across the world, including Thailand, are expected to be knowledgeable, sustaining professional collaborations. This paper aims at (1) establishing the course categories IA is offered in at higher education institutions in Thailand; (2) exploring IA teaching and research activities amongst academics in Thailand; and (3) conducting a SWOT analysis of teaching and research in IA in Thailand. The paper is informed by documentary analysis, internet searches, workshops, surveys, and semi-structured interviews with key informants (n = 19) . Based on visits of websites of 125 universities/higher education (HE) institutions, it is found that 76 out of 171 HE institutions (44 .44%) offer 173 EA/ EIA‑related courses (124 at undergrad, 39 at master, and 10 at doctorate levels) . A key challenge for IA‑related HE in Thailand is a limited connection between teaching and research.  \nARTICLE HISTORY  \nReceived 2 March 2026 Accepted 27 July 2026  \nKEYWORDS  \nImpact assessment (IA) teaching; impact assessment (IA) research; Environmental Impact Assessment (EIA); higher education (HE); Thailand  \n1. Background  \nImpact assessment (IA) has been defined as a ‘process of identifying future consequences of a current or future action’ (Lawrence 2013, p. 5) . Most widely used IAs globally include Environmental Impact Assessment (EIA), Strategic Environmental Assessment (SEA), Social Impact Assessment (SIA), Health Impact Assessment (HIA), and variations of them. IAs help shape development actions and serve as vehicles delivering opportunities to stakeholder engagement in project planning and development (Glasson and Therivel 2019) as well as in policies, plans, and programmes (Fischer 2007). In Thailand, EIA is regulated under the Enhancement and Conservation of National Environmental Quality Act (NEQA) B. E. 2535 (1992) and NEQA no.2 B. E.2561 (2018), requiring project developers to conduct assessments for major projects to ensure environmental compliance and the welfare of the public. Thailand has along-standing practice of Environmental Impact ","cbCairGhtoKJSz7b","https://ap.wps.com/l/cbCairGhtoKJSz7b","pdf",1524796,14,"English","# Background\n## Definitions and global IA types\n## IA regulation and reforms in Thailand\n# Course categories and institutional offerings\n## Mapping course availability across Thai HE institutions\n# IA teaching and research activities\n## Academic engagement in Thailand\n# SWOT analysis of IA teaching and research","[{\"question\":\"What is the main purpose of this study on impact assessment in Thailand’s higher education?\",\"answer\":\"The study establishes IA course categories in Thai higher education, explores IA teaching and research activities among academics, and performs a SWOT analysis of IA teaching and research in Thailand.\"},{\"question\":\"How were the findings for Thai universities/HE institutions collected?\",\"answer\":\"The study uses documentary analysis, internet searches, workshops, surveys, and semi-structured interviews with 19 key informants, alongside visits to 125 universities/HE institutions’ websites.\"},{\"question\":\"What key challenge is identified for impact assessment education and research in Thailand?\",\"answer\":\"A central challenge is limited connection between teaching and research within IA-related higher education in Thailand.\"}]","Exploring impact assessment teaching and research in Thai higher education institutions - Research focus | PDF",35]